从调查问卷的统计结果显示,大多数学生学习英语没有信心,害怕在所有其他的学生面前说英语,在高中英语课上感到紧张,承受着各种考试压力,对英语课不感兴趣，这篇对于高中英语论文的略论，英语论文，据解释了这里的问题所在。
Chapter One Introduction引言
1.1 Research Background探讨背景
Many scholars and researchers in foreign language teaching have always been searching for betterapproaches to the foreign language learning. However, the attention has mostly been focused on how toimprove teachers’ teaching methods, and the importance of the students as the main body ofteaching-learning process was ignored.Since 1950s-1960s, with the development of humanism psychology and the improved notions ofeducation, the foreign language teaching research and its developing direction have been deeply influenced.Foreign language researchers have gradually turn their attention to the study of multiple variables thatinfluence foreign language teaching instead of the single research of the teaching methods. Among them,affective variables have obtained more concern and interest. After the 1970s, lots of linguists stressed onthe role of affective variables in language learning and began to do some researches on it. Ultimately theyfound the emotional factors had a certain relationship with the success of language learning, and anxiety isone of these affective variables. After the 1980s, with the development of Language acquisition research,many researchers have a consistent view on the relationship between affective variables and the secondlanguage learning, and anxiety is considered to be one of the most important psychological variables insecond language acquisition. Psychological researches have shown that anxiety together with self-esteemand suppressed emotions has effects on foreign language learning. Many researchers and teachers havefound that students in foreign language learning especially in classroom situations, is particularly stressful.At present, English as a foreign language discipline carries the profound humanistic factors. It not onlyimparts the language knowledge, but also spreads the culture and thought in the meantime. With the furtheropen of the Chinese market and the growing social competition, the number of English learners isincreasing. English learning in Senior High School is very important in one’s life-long learning. During thisperiod, the first year in Senior High School is not only the beginning of Senior High School Learning, butalso the bridge of the students’ further learning. Besides, English learning anxiety during this period is notpermanent, so if it can be effectively controlled, it will be very helpful to improve the English teaching andlearning. In this paper, the expression “foreign language learning” refers to the formal study of a foreignlanguage in a classroom setting.
1.2 Research Motivation and Objectives探讨动机和目标
The new curriculum of English emphasizes the responsibility for students’ growth and importance ofthe students’ development in an all-round way. In addition, emotional attitude listed as one of the importantcontents of English course for the first time, among these affective variables, anxiety stands out as one ofthe main blocking factors for effective language learning. It may lead to negative feelings such asuneasiness, frustration, self-doubt, apprehension and tension which waste energy and attention. The issue ofanxiety in foreign language learning has been widely concerned for its significant ，英语毕业论文 |
